A Research On The Application Of Portfolio Assessment To Secondary Vocational School English Teaching

Portfolio Assessment is a qualitative teaching evaluation tool that emerged in the 1990 s along with the Western "Educational Evaluation Reform Movement".It judges the students’ performance and development according to certain standards through the purposeful and systematic collection and display of the works and learning results of students over a period of time.In recent years,many experts and educators have conducted in-depth researches on Portfolio Assessment,but they are basically aimed on primary schools and universities.The relevant research on secondary vocational schools is still relatively lacking.However,Portfolio Assessment has a wider application prospect in secondary vocational schools.Firstly,it is well recognized that the basic subject knowledge of secondary vocational school students is weak and there is a general psychology of being weary of learning English.Thus the traditional evaluation methods fail to give them the pleasure of learning and sense of achievement.Secondly,without enrollment pressure,practice and employment are the missions of the secondary vocational schools,which provides more time and resources for the implementation of Portfolio Assessment.Therefore,the effective application of Portfolio Assessment in secondary vocational English teaching can really play a role in promoting its education and teaching.This research is mainly based on the theory of constructivism and multiple intelligence.Constructivism advocates that learners can construct meaning and acquire knowledge in specific situations by using their past knowledge and experiences.Based on this concept,Portfolio Assessment is established and puts forward evaluation of teaching and learning in tasks and activities.The theory of multi-intelligence explores human abilities in a humane and comprehensive way,which can explain why teaching evaluation should happen in the process of learning and contains diversified contents.Portfolio Assessment essentially aims at the future and development of the students,pays attention to the individuality and diversity of the students,and provides specific suggestions for the students.It is obvious that Portfolio Assessment coincides with the theory of constructivism and multiple intelligence in terms of purpose,expansibility and diversity.Therefore,the theories of constructivism and multiple intelligence are the important basis of the Portfolio Assessment.This research takes two parallel classes in the second year of a secondary vocational school in Qingdao as the research subjects,starting from September 2017 and ending in February 2018,lasting for a semester.By Portfolio Assessment experiment,this research is devoted to the improvement of the English teaching in secondary vocational school,and through the use of new evaluation methods to enhance students’ interest and confidence and make them progress in English knowledge and skills,emotion and attitude,sense of cooperation and so on.The whole experiment aims to explore the following questions: Can Portfolio Assessment improve the secondary vocational school students’ interest and confidence in English learning? Can Portfolio Assessment improve English comprehensive ability of the secondary vocational school students? How to effectively apply Portfolio Assessment in the English teaching of secondary vocational school? The research is divided into three stages.The first stage is the data collection before the experiment,the second stage is the experimental process,and the third stage is the data collection and analysis after the experiment.Through data analysis and discussion,this research finds that Portfolio Assessment can improve the English teaching of secondary vocational school.It will help to improve learning interest and self-confidence of secondary vocational students,and stimulate them to make significant progress in English knowledge and skills,emotional attitudes,and cooperation awareness.This research holds that in the process of portfolio evaluation applied to vocational English teaching,students’ subjective status,individual differences and development potential should be fully valued and respected,so that different students can experience the joy of success and then build confidence.In addition,in order to prevent Portfolio Assessment from flowing in the form,the tasks and works of the portfolio should be scientifically and rationally set up so as to improve the reliability and validity of Portfolio Assessment,and correctly handle the relationship between Portfolio Assessment and other evaluation methods.Although this research confirms the validity and scientificity of Portfolio Assessment in the secondary vocational English teaching,the experiment itself has some limitations and shortcomings,which need to be further proved and improved.It is sincerely hoped that this research will promote and enlighten the English teaching in secondary vocational schools.